英語(yǔ)寫(xiě)作作為英語(yǔ)學(xué)習(xí)的重要組成部分,不僅能夠測(cè)驗(yàn)出學(xué)生的英語(yǔ)綜合能力,還能引導(dǎo)學(xué)生形成知識(shí)產(chǎn)出的習(xí)慣。依據(jù)英語(yǔ)課程標(biāo)準(zhǔn)（2011版）,高中階段在英語(yǔ)寫(xiě)作方面必須要達(dá)到七級(jí)目標(biāo)。但就目前而言,高中英語(yǔ)寫(xiě)作教學(xué)較為局限于固有的教學(xué)方法和教學(xué)設(shè)計(jì)當(dāng)中,因此寫(xiě)作教學(xué)現(xiàn)狀不容樂(lè)觀。模因論是語(yǔ)用學(xué)界新興的一種理論,一種基于達(dá)爾文進(jìn)化論解釋文化進(jìn)化規(guī)律的一種新理論。該理論認(rèn)為,語(yǔ)言傳播的過(guò)程就是語(yǔ)言模因不斷復(fù)制傳播的過(guò)程,主要體現(xiàn)在詞匯、語(yǔ)法、句型結(jié)構(gòu)以及篇章布局等語(yǔ)言模因的復(fù)制與傳播。模因論堅(jiān)持“模仿第一性”的原則,因此,模因是模仿的產(chǎn)物。需要強(qiáng)調(diào)的是,這里的“模仿”不是傳統(tǒng)意義上學(xué)習(xí)者被動(dòng)、機(jī)械地接受語(yǔ)言知識(shí)�；谀Ｒ蛘摰哪７聦�(xiě)作是指學(xué)習(xí)者主動(dòng)選擇、利用、掌握和駕馭語(yǔ)言模因的過(guò)程。此外,模因論將語(yǔ)言模因的生命周期分為四個(gè)階段:同化、保持、表達(dá)和傳輸,既強(qiáng)調(diào)語(yǔ)言輸入又強(qiáng)調(diào)語(yǔ)言的創(chuàng)造性輸出,為高中英語(yǔ)寫(xiě)作教學(xué)提供了一個(gè)全新的視角。本研究基于模因理論,根據(jù)模因的生命發(fā)展周期設(shè)計(jì)了一個(gè)新的高中英語(yǔ)寫(xiě)作教學(xué)設(shè)計(jì),即根據(jù)語(yǔ)言模因“同化一記憶一表達(dá)一傳輸”四個(gè)階段設(shè)計(jì)了針對(duì)高中英語(yǔ)寫(xiě)作的教學(xué)設(shè)計(jì),并結(jié)合教學(xué)實(shí)... 

【文章頁(yè)數(shù)】：106 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Purposes of the Research
    1.3 Significance of the Research
    1.4 Organization of the Research
Chapter2 Literature Review
    2.1 Memetics
        2.1.1 Definition of Memetics
        2.1.2 Characteristics of Memes
            2.1.2.1 Fecundity
            2.1.2.2 Copying-fidelity
            2.1.2.3 Longevity
        2.1.3 Classification of Memes
            2.1.3.1 Genotype Meme
            2.1.3.2 Phenotype Meme
        2.1.4 Four Stages of Meme Development
            2.1.4.1 Assimilation
            2.1.4.2 Retention
            2.1.4.3 Expression
            2.1.4.4 Transmission
    2.2 Related Studies on Teaching Design
        2.2.1 Studies of Teaching Design Abroad
        2.2.2 Studies of Teaching Design at Home
    2.3 Related Studies of English Writing Teaching Design
        2.3.1 Studies of English Writing Teaching Design Abroad
        2.3.2 Studies of English Writing Teaching Design at Home
    2.4 Related Studies of Memetics and English Writing
        2.4.1 Memetics and English Writing
        2.4.2 Memetics and English Writing Design
Chapter3 Problems of Senior High School Students in English Writing
    3.1 Correlation Analysis
        3.1.1 The Correlation between Writing and Listening
        3.1.2 The Correlation between Writing and Reading
        3.1.3 The Correlation between Writing and Cloze Test
        3.1.4 The Correlation between Writing and Grammar
        3.1.5 The Correlation between Writing and Vocabulary
    3.2 Problems of All the Texts
        3.2.1 Vocabulary Errors
        3.2.2 Syntax Errors
        3.2.3 Discourse Errors
    3.3 Compositions Analysis
        3.3.1 The Analysis of High-score Composition
        3.3.2 The Analysis of Middle-score Composition
        3.3.3 The Analysis of Low-score Composition
Chapter4 Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Text Analysis
        4.3.2 Writing Test
        4.3.3 Interview
    4.4 Procedures of the Experiment
    4.5 Theoretical Design
        4.5.1 The First Stage of Assimilation
        4.5.2 The Second Stage of Retention
        4.5.3 The Third Stage of Expression
        4.5.4 The Last Stage of Transmission
    4.6 Cases Design
        4.6.1 A Letter of Advice Writing Design-Unit1 Friendship of Book1
        4.6.2 Practical Writing Design-Unit2 Healthy Eating of Book3
        4.6.3 Expository Writing Design-Unit5 Theme Parks of Book4
Chapter5 Application and Discussion
    5.1 Results Analysis of Pretest and Post-test
        5.1.1 The Improvement of Vocabulary
        5.1.2 The Improvement of Syntax
        5.1.3 The Improvement of Discourse Structure
    5.2 Compositions Analysis in Post-test
        5.2.1 The Analysis of High-score Composition
        5.2.2 The Analysis of Middle-score Composition
        5.2.3 The Analysis of Low-score Composition
    5.3 Analysis of Interview
    5.4 Discussion
        5.4.1 The Change of Students’Writing Attitude
        5.4.2 The Improvement of Students’Writing Competence
Chapter6 Conclusion
    6.1 Main Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements
Publications



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